CHAP10. SCIENCE FOR ALL LEARNERS SCED 570, Fall 2011
Science for all learners: NSESSCIENCE IS FOR ALL STUDENTS. This principle is one ofequity and excellence. Science in our schools must be for allstudents: All students, regardless of age, sex, cultural or ethnicbackground, disabilities, aspirations, or interest and motivation inscience, should have the opportunity to attain high levels ofscientific literacy.The Standards assume the inclusion of all students in challengingscience learning opportunities and define levels of understandingand abilities that all should develop. They emphatically reject anysituation in science education where some people—forexample, members of certain populations—are discouraged frompursuing science and excluded from opportunities to learnscience.Excellence in science education embodies the ideal that allstudents can achieve understanding of science if they are giventhe opportunity. … students will achieve the outcomes at differentrates, some sooner than others. But all should have opportunitiesin the form of multiple experiences over several years to developthe understanding associated with the Standards. (p. 20)
Science for all learners1. Students with disabilities2. Science for gifted and talented students3. Science for students from linguistically and culturally diverse backgrounds
1. Science for students withdisabilities Students with specific learning disabilities Students with mental retardation Students with emotional/behavioral disorders Students with visual impairments Students with hearing impairments Use Individualized Education Plans (IEPS)
2. Science for gifted and talentedstudents Possess above average intelligence and unusual skills, interest, talents, and attitudes about learning. Enjoy being challenged with meaningful enrichment activities. Provide a different kind of challenge for teachers.
3. Science for students fromlinguistically and culturallydiverse What does it mean by children form “culturally diverse” backgrounds? What is a definition of “culture”? What it is : What it is not: •Dynamic, neither fixed nor •Mere artifacts or material used by a static people •A continuous and cumulative •A “laundry list” of traits and facts process •Biological traits such as race •Learned and shared by a •The ideal and romantic heritage of a people people as seen through •Behavior and values exhibited music, dance, holidays, etc. by a people •Higher class status derived form a •Creative and meaningful to our knowledge of the lives arts, manners, literature, etc. •Symbolically represented •Something to be bought, sold, or through language and people passed out
English Language Learners(ELL) Increasing ELLs in American schools. Inquiry and hands-on activities help ELLs span the gap between their past experiences and the development of language. Sheltered Instruction Model Minimum dependency on language Concept + language development Non-language cues and prompts=> What would be good teaching strategies
Culture and Science Education School science is shaped by culture. Students’ perspective about science and scientists. Gender issues in science education. Multicultural Science Education (NSTA) => http://www.nsta.org/about/positions.aspx
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